Teaching Visual Grounded Theory
Streszczenie
The paper is based on personal 20-years experience of teaching
methodology of grounded theory and qualitative methods.
In the following paper I would like to show the usefulness of visual
analysis in teaching methodology of grounded theory. A very important
tool is to use pictures and a sequencing of pictures, which give a
comparative insight into empirical data and teaches the comparative
method that is so important to generate theory (Glaser 1965; Glaser,
Strauss, 1967; Glaser 1978). Students can learn how to compare and
find patterns in empirical instances, which have visual character. Some
of the sequences show stages of action and the sequence that all
together is a linear representation of activity. Sequence of pictures
helps to build the pattern that is conceptual understanding of the
phenomena being studied.
In other case, the sequences of pictures given to students are not
planned. They are almost accidentally created and force students to find
patterns by means of the comparative analysis. We should always know
what had happened before a picture was taken as well as afterwards, it
is similar to sequences analysis in textual data (Silverman 2007). We
should always be aware of the context of analysed activity.
Students are also encouraged to make a theoretical sampling and
saturate categories using data from photos and other visual data. This
helps them to proceed with the research from empirical incidents to
conceptually elaborated properties of categories and finally to the
definition of category and formulating the hypotheses. In this way they
learn visual grounded theory that is using the visual images for
generating categories, properties and hypotheses and also for
presenting results of analysis in the final report.
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